Holy Family Catholic Primary School,Lindfield2-4 Highfield Road, Lindfield 2070Principal: Mr Lou DogaoPhone: (02) 9416 7200 Fax: (02) 9416 9342Email: hfl@dbb.catholic.edu.auwww.hfldbb.catholic.edu.au

ABOUT THIS REP ORT

Holy Family Catholic Primary School (the 'School') is registered by the NSW Board of Studies,Teaching and Educational Standards (BOSTES) and managed by the Catholic Schools Office (CSO),Diocese of Broken Bay. The CSO as the ‘approved authority’ for the diocesan registration systemformed under Section 39 of the NSW Education Act (1990), is responsible for monitoring thecompliance of member schools in the manner that has been approved by the Minister ofEducation.

The Annual School Report (the 'Report'), approved by the School’s Consultant, demonstratesaccountability to regulatory bodies and the CSO. Additionally, the Report complements and issupplementary to other forms of regular communication to the School community regardinginitiatives, activities and programs which support the learning and wellbeing of its students.

The Report provides parents and the wider community with fair, reliable and objectiveinformation about educational and financial performance measures as well as School and systempolicies. This information includes summary contextual data, an overview of studentperformance in state and national assessments, a description of the achievement of priorities inthe previous year and areas for improvement. Detailed information about the School’simprovement journey is documented in the School Improvement Plan (SIP) which is developed,implemented and evaluated in consultation with key stakeholders.

Further information about the contents of this Report may be obtained by contacting the Schooldirectly or by visiting the School’s website. Information can be also be obtained from the MySchool website.

Annual School Report to the Community 2016 Page 1

SECTION ONE: MESSAGE FROM KEY GROUP S IN OUR COMMUN ITY

Principal's Message

The School community fosters strength and gentleness with a Christ centred focus for all.Holy Family is an inclusive learning community encompassing students, staff, parents, relativesand parishioners. The purpose of the Annual School Report is to provide public accountability ofthe direction and events that have taken place in 2016. This year, the School and parishcommunity has enjoyed incursions, assemblies, school and parishfunctions, concerts, after school extra curricula classes, band and Tournament of Minds. HolyFamily is an active, vibrant community striving for excellence in education and relationshipsgrounded in Catholic faith andtradition.

Parent Body Message

The role of the Holy Family school advisory board is to operate in collaboration with parents, theparish and the community. We meet formally every month during term time to provide adviceand support to our principal and his leadership team. The advisory board provides a parentalperspective on matters of school policy and on big picture matters affecting the school's presentlife and its future.

This year the advisory board continued to consider the future needs of the school and the schoolcommunity. In the parental surveys conducted in previous years, parents told us they wantedHoly Family to educate our children beyond reading, writing and arithmetic. They wanted us toeducate and develop the whole person. Parents expressed they were very happy with theacademic performance of the school and that in their opinion this is rock solid. They wantedspecific areas of development and focus for their individual child's learning goals and a focus onpastoral care and the development of the whole person.

This year the board has focused on the Leader in Me programme. The Leader in Me is helping ourchildren be prepared for life.

Student Body Message

2016 has been sensational! The biggest event for the school this year has been the introductionof The Leader In Me program. At Holy Family we have always been encouraged to reach for thestars and be the best "leader in me" we could be. My favourite memory was The Leader In Melaunch when we introduced the Seven Habits. It's amazing the influence this program has had onour school. Each day I see examples of all the Seven Habits.

It has been a pleasure for all Year 6 to share some brilliant memories with our buddies;being able to help them out has been really rewarding for all of us. One of the highlights for Year6 was the leadership camp with its many challenges.

We would like to thank all the members of the student representative council, the Many Leaves

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One Tree group and the Social Justice club for their continuous work around the heart of theschool.

Eleanor Roosevelt wrote that "The future belongs to those who believe in the beauty of theirdreams". I believe everyone here can do incredible things because each one of us is a leader!

2016 School Captains

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SECTION TWO: SCHOOL FEATURES

School Features

Holy Family Catholic Primary School Lindfield, is a Catholic systemic co-educational school.

Holy Family Catholic Primary School Lindfield is a well established Kindergarten to Year 6 Catholicprimary school located in the combined parish of Lindfield and Killara. The School wasestablished in 1927 by the Sisters of Mercy. In 1940, Monsignor Downey invited the BrigidineSisters to take over the running of the School and that link continued until 1998. The Brigidinetradition and the powerful motto Strength and Gentleness has lived on and is a focus for all thatwe do. A new school was constructed on the land adjacent to the parish church and was openedin Term 4, 2000.

The school is part of a welcoming, vibrant and caring community. Strength and gentleness arefostered within our Christ-centred community and pervade the school. We recognisethe uniqueness of each individual and are committed to excellence in teaching andlearning. Students are encouraged to develop conceptual understandings, apply their knowledgeto problem solving tasks and demonstrate creative and critical thinking. The school has a uniquelearning environment and academic achievement is valued. We are a community ofrespectful, responsible learners. Our teachers are motivated, highly professional and committedto continuing professional learning. The school is a nurturing, supporting and caringfaith community and Jesus is central to all aspects of school life. Our school community reflectsour name – a Holy Family. We are committed to Catholic discipleship, where the dignity of allpeople is valued and respected.

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SECTION THREE: STUDEN T PROFILE

Student Enrolment

Students attending the School come from a variety of backgrounds and nationalities. Thefollowing information describes the student profile for 2016. Additional information can befound on My School website.

Girls Boys LBOTE* Total Students

158 139 57 297

* Language Background Other than English

Enrolments are generally stable, at around 300 students. Higher retention rates have made itnecessary to occasionally cater for an extra senior class. Planned future residentialdevelopments and the possible impact on enrolments feature in discussions and planning of theSchool Advisory group.

Enrolment Policy

The School follows the Enrolment Policy for Diocesan Systemic Schools. The policy encourages thelocal Catholic community, under the leadership of the parish priest and principal, to look uponthe time of enrolment as a potential occasion for ongoing evangelisation. The policy calls uponparents to examine their present faith commitments, to develop their role as prime educators oftheir children in faith and to immerse themselves in the communal, liturgical, ministerial andservice dimensions of the parish. Copies of this policy and other policies in this Report may beobtained from the CSO website or by contacting the CSO.

Student Attendance Rates

The average student attendance rate for the School in 2016 was 95.05 %. Attendance ratesdisaggregated by Year group are shown in the following table.

Attendance rates by Year group

Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

95 % 95 % 96 % 96 % 95 % 95 % 94 %

Managing Student Non-Attendance

In order for students to reach their full potential it is of paramount importance that they attendschool regularly. While it is the parents’ legal responsibility under the NSW Education Act (1990)to ensure that their children attend school regularly, our staff as part of their duty of care,monitor all absences and work in partnership with parents to support and promote the regularattendance of students. In doing so, the School, under the leadership of the principal:

provides a caring environment which fosters in students, a sense of wellbeing andAnnual School Report to the Community 2016 Page 5

belongingmaintains accurate records of student attendanceimplements policies and procedures to monitor student attendance and to address non-attendance issues as and when they arisecommunicates to parents and students, the School’s expectations with regard to studentattendance and the consequences of not meeting these expectations recognises and rewards excellent and improved student attendance.

School attendance records also contain information regarding student absences includingreasons for absence and documentation to substantiate reasons for absences. Teachers arerequired to monitor non-attendance diligently on a student by student basis and to bring to theattention of the Principal immediately any unexplained absences, non-attendance of a chronicnature, or reasons for non-attendance that cause concern. Matters of concern are referred to thePrincipal, the CSO and the relevant Department of Education officer where appropriate.

Where a student is not able to attend school for a prolonged period of time due to a medicalcondition or illness, the School in collaboration with parents, provides resources to contribute tothe student’s continuum of learning where possible. The CSO monitors each school’s compliancewith student attendance and management of non-attendance as part of the system’s SchoolReview and Development (SRD) processes. The School's attendance monitoring procedures arebased on the Procedures for the Management of Student Attendance in the Broken Bay DiocesanSchools System (password required).

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SECTION FOUR: STAFFIN G PROFILE

Staffing Profile

The following information describes the staffing profile for 2016:

Total Teaching Staff* Total Non-Teaching Staff Combined Total

19 5 24

* This number includes 14 full-time teachers and 5 part-time teachers.

Teacher Standards

The NSW government requires that this Report detail the number of teachers in particularcategories. The following table sets out this information. Further information about can beobtained from the My School website.

Teacher Qualifications Number ofTeachers

1 Those having formal qualifications from a recognised higher educationinstitution or equivalent.

19

2 Those having graduate qualifications but not a formal teaching qualificationfrom a recognised higher education institution or equivalent.

0

Professional Learning

The ongoing professional development of each staff member is highly valued. Professionallearning (PL) can take many forms including whole school staff days, subject specific in-services,meetings and conferences and a range of professional learning programs provided by the CSO.The School takes responsibility for planning, implementing, evaluating and tracking staffprofessional learning. Individual staff members take responsibility for their ongoing professionaldevelopment. All teachers have been involved in professional learning opportunities during theyear related to improving student outcomes. The following table provides specific informationrelating to the focus of three of these staff development days.

Day 1 The 7 habits of highly effective people: (Day 1) Habits of independence involvingall teaching and non teaching staff

Day 2 The 7 habits of highly effective people: (Day 2) Habits of interdependence andself-renewal involving all teaching and non teaching staff

Day 3 The Leader In Me: Launching leadership and creating culture with the 7 habits inour school and community

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SECTION FIVE: MISS ION

As a Catholic community, the School shares in the mission of the local Church: “The Diocese ofBroken Bay exists to evangelise, to proclaim the Good News of Jesus Christ, gathered as friends inthe Lord and sent out to be missionary disciples.”

In partnership with parents as the first faith educators of their children and the local parishcommunity, the School seeks to educate and form young people in faith. The School providesformal Religious Education as well as formational opportunities through which the studentsparticipate in the life of a Catholic community. Students are invited to serve others, especiallythe poor and those who are marginalised.

The School’s Religious Education (RE) program is based on the Broken Bay K-12 ReligiousEducation Curriculum and aims to provide students with meaningful, engaging and challenginglearning experiences that explore the Catholic faith, the purpose of life and how we live it.

Formational experiences are provided for students, staff, parents and caregivers. Studentsregularly celebrate Mass and pray together. Students are invited to participate in ageappropriate sacramental and missionary activities aimed at living out their mission as disciples ofJesus and making the world a better place.

At Holy Family Catholic Primary School we aim to foster 'Strength and Gentleness' within ourChrist-centred community. Holy Family is founded in the tradition of the Brigidine sisters and ourschool motto of 'Strength and Gentleness', which is derived from Brigidine tradition, helps formthe school's core values. These values are developed for our students through Brigidine unitswhich are taught in each class.

As a school, we work in partnership with our parent community and also our local Parishcommunity. A strong community bond is established early in the year with the opening schoolmass and celebrations for St Brigid’s feast day. Parental and Parish bonds are further developedthrough monthly whole school masses and liturgies, as well as class liturgies. This helps form aconnected school community where liturgical events are celebrated and parents and parishionersare warmly welcomed.

Students have been given many opportunities to express and witness their Catholic identitythrough being involved in the liturgical life of the school, class lessons and daily prayer. Studentsare supported and nurtured in the loving Catholic environment that is provided by the staff ofHoly Family. Through 'Strength and Gentleness' a strong and supportive community is nurturedand maintained.

At Holy Family, we are committed to Catholic discipleship, valuing and respecting the humandignity of all people. Mission modules were taught in the Religious Education KLA. This teachesnot only about the needs of others, but our responsibility as disciples of Jesus to take action toachieve justice for all people. Mission month's whole school activities, including Crazy Sock Day,are opportunities for our students to take action to achieve justice for all people and raiseAnnual School Report to the Community 2016 Page 8

money for the less fortunate. Money raised during Mission month was presented to CatholicMission at the Diocesan Mission Mass.

Social justice initiatives across the school highlight for our school community the importance ofliving the Gospel values and expressing them through service. Led by the Social Justice group,Holy Family has been involved in fund raising to support Caritas Australia through ProjectCompassion; our school community also donated goods for the St Vincent de Paul winter appealand hampers for the Christmas appeal. We continued to support the School of St Jude inTanzania and also locally, St Lucy’s School at Wahroonga, through their Week Without Words(WWW) campaign.

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SECTION SIX: CURRICULUM, LEARN IN G AN D TEACHIN G

Primary Curriculum

The School provides an educational program based on, and taught in accordance with the Boardof Studies, Teaching and Educational Standards (BOSTES) syllabuses for primary education. TheKey Learning Areas (KLAs) are English, Mathematics, Science and Technology (S&T), HumanSociety and its Environment (HSIE), Creative Arts (CA) and Personal Development, Health andPhysical Education (PDHPE). In addition to this, the School implements the Diocesan ReligiousEducation syllabus. Staff members are committed to continuous improvement of teaching andlearning in all facets of the curriculum.

The school offers a sound and thorough curriculum in all KLAs, implementing BOSTES syllabusesand the new NSW syllabuses for the Australian Curriculum. The RE curriculum isimplemented through the modules developed for teaching across the Broken Bay Diocese.

Information Technology is integrated across the KLAs with significant developments in the use ofinteractive white boards in every classroom. Classrooms have their own laptops and PCswith portable computer banks available for one-to-one or shared device work. iPads are availablefor Early Stage One and Stage One classes and can be borrowed by older groups. Chromebookswere introduced for the first time in Years 5 and 6 with a ratio of one device between twostudents. The School and Diocesan School System continue to support staff development in thisarea.

We currently have a learning support teacher on staff two days a week. This roleencompasses supporting teachers with students who are unable to access the curriculum at theirgrade level and those who may be working well beyond their level.

The school is in the third year of professional learning in Extending Mathematical Understanding(EMU); this has further enhanced the high level of mathematical education from Kindergarten toYear 6 in a hands-on process approach. Three EMU specialist groups were in operation with twogroups focusing on Stage 1 students and the third on Stage 2 students.

Specialist sport, music and drama teachers are permanently on staff and work with all classes.The school also has a junior and a senior band. The bands rehearse either before or after schooland perform at various functions including the Art and Craft show, Father's day breakfast andassemblies.

Weekly sport for Year 3 to Year 6 is highly developed with the children taking part in activities orclinics at the school or using a nearby oval. All students participate in a ten week gymnasticsprogram delivered and assessed by qualified gymnastics teachers using their equipment; thistakes place in the school hall. All students also participate in a ten week dance programdelivered by an external provider. The program culminates with a performance for parents andchildren can opt to participate competitively in both within and out of school performances. Thisyear students from Kindergarten to Year 6 participated in a 10 week developmental skills based

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tennis program delivered at school for younger students and at local tennis courts for olderstudents.

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SECTION SEVEN: STUDEN T PERFORMAN CE IN TESTS AN D EXAMIN ATION S

NAPLAN

The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessmentfor students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable informationabout student achievements in literacy and numeracy. An analysis of these results assists theSchool's planning and is used to support teaching and learning programs.

The tables below show the percentages of students who achieved particular skill bands in theaspects of literacy and numeracy compared to students nationally. Literacy is reported in fourcontent strands (aspects): Reading, Writing, Spelling, Grammar and Punctuation. Numeracy isreported as a single content strand. Students who were exempted from any test were deemednot to have met the national minimum standard in that test area and are not included in banddistributions. Additional NAPLAN student performance information can also be accessed fromthe My School website.

NAPLAN RESULTS 2016

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year3

Grammar and Punctuation 89.09 % 52.50 % 0.00 % 9.60 %

Reading 78.18 % 49.40 % 3.64 % 11.50 %

Writing 83.64 % 48.80 % 0.00 % 6.20 %

Spelling 72.73 % 46.40 % 0.00 % 12.40 %

Numeracy 74.07 % 35.60 % 3.70 % 13.40 %

NAPLAN RESULTS 2016

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year5

Grammar and Punctuation 77.78 % 36.30 % 0.00 % 15.00 %

Reading 69.44 % 35.30 % 5.56 % 15.50 %

Writing 36.11 % 17.20 % 5.56 % 18.10 %

Spelling 63.89 % 29.80 % 2.78 % 17.20 %

Numeracy 52.78 % 28.30 % 5.56 % 16.50 %

NAPLAN Comments

The NAPLAN table reflects very high achievements that are the result of a number of initiatives

Annual School Report to the Community 2016 Page 12

undertaken in professional learning for staff, support programs, evidence based pedagogicalpractices and resourcing.

Strong trends continued in 2016 for both Year 3 and Year 5 across all Literacy areas. TheMySchool website shows that the average learning gain of students at Holy Family in Reading waswell above those with the same starting point. Continuing school wide programs focussing onspelling, grammar and punctuation are ensuring students are getting a large number of ‘hits’(practice) across all year levels – everyone is responsible for teaching good literacy skills to ourstudents. There has been a continued focus on writing, moving from teaching the craft of writingto inquiring into how teachers can work with students to set goals and track progress.Teachers worked on a shared understanding of marking writing samples and have developed awriting marking criteria K-6 as a continuum, aligned with the NAPLAN criteria. Using these locallydeveloped tools effectively will be a focus in 2017.

Student learning goals for writing and number have continued to be a focus for developing bothstudent focus and achievement and communicating with parents. In 2016 we married these withThe Leader In Me initiative as goal setting is part of Habit 2 (begin with the end in mind).

Year 3 trend data shows a slight but continued improvement in Numeracy and a significantimprovement in Year 5 to the highest overall score in the last five years (from a mean of 512.8 in2012 to a mean of 552 in 2016). Trend data in data, number, patterns and algebra is showingpleasing improvement for both Year 3 and 5.

The Mathematical Assessment Interview (MAI) conducted with every student at the beginning ofeach school year provides teachers with accurate information about each student’s mathematicalunderstanding in number. The MAI allows us to monitor growth, identify sticking points andbetter target our teaching for each student's learning needs. This year’s MAIs show considerablegrowth in the ability and confidence of students to make thinking and learning visible whenasked to explain their mathematical thinking.

Students identified as vulnerable or at risk in number are assessed for the ExtendingMathematical Understanding (EMU) early years and middle years interventions. This is a targetedprogram held before school, where three students work with one specialist teacher.

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SECTION EIGHT: PASTORAL CARE AN D STUDEN T WELLBEIN G

Pastoral Care Policy

The School’s pastoral care and student wellbeing policies and procedures are informed by thePastoral Care Policy for Diocesan Systemic Schools. This policy is underpinned by the guidingprinciples from the National Safe Schools Framework (2011) (NSSF) that represent fundamentalbeliefs about safe, supportive and respectful school communities. These guiding principlesemphasise the importance of student safety and wellbeing as a pre-requisite for effectivelearning in all Catholic school settings. The Pastoral Care and Wellbeing Framework for Learningfor the Diocese of Broken Bay Schools System (the ‘Framework’) utilises the NSSF ensuring thatdiocesan systemic schools meet the objectives of the NSSF at the same time as meeting thediocesan vision for pastoral care and wellbeing. The framework includes ten pathways that areintended to assist school communities to create safe schools that foster wellbeing for learningand positive, caring relationships. Further information about this and other related policies maybe obtained from the CSO website or by contacting the CSO.

Behaviour Management and Student Discipline Policy

The School’s policies and procedures for the management of student behaviour are aligned tothe Behaviour Management and Student Discipline Policy for Diocesan Systemic Schools. Policiesoperate within a context of social justice, compassion, reconciliation and forgiveness. The dignityand responsibility of each person is promoted at all times along with positive student behaviourswhilst ensuring the respect for the rights of all students and staff. Further information about thisand other related policies may be obtained from the CSO website or by contacting the CSO.

Anti-Bullying Policy

The School's Anti-Bullying Policy is based on and informed by the Anti-Bullying Policy for DiocesanSystemic Schools and is aligned to the Pastoral Care Policy for Diocesan Systemic Schools and otherrelated wellbeing policies and guidelines. All students, their families and employees withinCatholic education have a right to a learning and work environment free from intimidation,humiliation and hurt. Anti-Bullying policies support school communities to prevent, reduce andrespond to bullying. Further information about this and other related policies may be obtainedfrom the CSO website or by contacting the CSO.

Complaints and Grievances Policy

The School follows the Complaints Handling Policy and Procedures for Diocesan Systemic Schools. Adistinctive feature of this policy is to ensure that complaints are addressed in a timely andconfidential manner at the lowest appropriate management level in order to prevent minorproblems or concerns from escalating. The expectation is that complaints will be brought forwardand resolved in a respectful manner recognising the dignity of each person concerned in theprocess. The policy recognises that a number of more minor or simple matters can be resolved

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without recourse to the formal complaint handling process but rather, quickly and simply, bydiscussion between the appropriate people. Further information about this and other relatedpolicies may be obtained from the CSO website or by contacting the CSO.

Initiatives Promoting Respect and Responsibility

Holy Family is a Positive Behaviours for Learning (PBL) school. A fortnightly focus on positivebehaviours is scheduled and the Student Representative Council (SRC) presents the focus atassembly giving examples and non-examples of positive behaviours, for example, being in theright place at the right time. The focus for PBL is to identify and acknowledge those beingrespectful, responsible learners.

Through our work with KidsMatter and data from PBL, wellbeing surveys and the SocialEmotional Learning (SEL) continuum, we identified a growing need to be proactive in supportingstudents in promoting their SEL. We determined that this would be our three year goal for ourPastoral Care, School Improvement Plan (SIP).

The direction and process chosen was The Leader In Me (TLIM) based on Stephen Covey’sSeven Habits of Highly Effective People. Launching The Leader In Me was a pivotal point in 2016for the Holy Family learning community. The support of the School Advisory board and the P&Fhas been vital in promoting our goal and TLIM.

Each focus on PBL has been aligned with the 7 Habits. When presenting the focus, the SRC alsohighlights the habit that aligns with it. The Many Leaves One Tree (MLOT) group has alsosupported the SRC in promoting the 7 Habits and organising fun activities successful in raisingthe happiness quotient at Holy Family. Student voice is important to effective pastoral care!

Explicit lessons, using TLIM resources and teachable moments have provided opportunities tolearn and practise the habits. Creating a culture of leadership with TLIM at the centre is a processthat will continue be a major component of our Pastoral Care in the coming years.

The Social Justice club continued to be open to students from Years 3 to 6. A teacher works withthe students in the club as well as the Parish Social Justice group. The Social Justice club helps tosupport sponsorship of the School of St Jude, make Vinnies hampers, donate to ProjectCompassion, organise activities for fund raising and raise awareness of social issues. Therelationship with St Lucy's School continued with our students visiting and meeting St Lucy'sstudents.

With all that the students do for those in need, the greatest learning is empathy, the knowledgeof how to be a global citizen underpinned with Catholic values and what this should look like inour school and families.

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SECTION NINE: SCHOOL IMP ROVEMEN T

Strategic planning ensures a common purpose and agreed values are established. In Broken Baysystemic schools, this common purpose and agreed values along with goals, targets and keyimprovement strategies are documented in the School Improvement Plan (SIP). This SIP is a threeyear planning document and is used to record the School's progress in working towards prioritiesfor improvement in three domains: Mission, Pastoral Care, Learning and Teaching. Schoolimprovement planning is supported systemically by the Diocesan Leading Learning initiative. Thisinitiative is research based and has been developed in partnership with the University ofAuckland.

Key Improvements Achieved

Professional learning opportunities have raised awareness and equipped staff in providing avariety of ways for students to demonstrate their understanding, particularly in ReligiousEducation.

A collaboratively constructed set of writing success criteria can now be applied K-6 from 2017.

Implementation of The Leader In Me (TLIM) has been extremely positive and successful with morethan 90% of students able to name and explain each Habit. Students are using the language ofthe Habits and making connections with the Habits in their learning in a number of key learningareas.

Students constructed personal learning goals, behaviour goals and habit goals which were sharedwith parents. All classes collaboratively constructed their own class mission statements.

Each Positive Behaviours for Learning (PBL) focus has been aligned with the Seven Habits.

New History and Geography syllabuses were implemented. History and the Creative Arts policies,programs and scope and sequence were reviewed.

Google Applications For Education (GAFE) were successfully implemented in Years 5 and 6 withstudents using applications at school and at home to access and accelerate learning.

Priority Key Improvements for Next Year

During 2017 we aim to:Provide learning and assessment opportunities for students to more accuratelydemonstrate their learning at and beyond Sound, particularly in Religious EducationFurther refine teaching and learning in all Key Learning Areas by supporting teachers inestablishing a culture of thinking that we will refer to as Habits of ThinkingDevelop greater consistency K-6 in assessment of student writingDevelop teacher capabilities in constructing open ended tasks that provide moreopportunities for differentiation in MathematicsContinue to develop the use of Google Applications For Education in Years 5 and 6 andbegin to introduce them with one Year 4 group. Devices to support the classroom teacher

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and one device between two students have been purchased.Continue to instil and integrate the Seven Habits in the daily lives of the students, staffand wider school community through The Leader In MeFocus on, and further develop, a culture of leadership.

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SECTION TEN: COMMUN ITY SATISFACTION

The opinions and ideas of parents, students and teachers are valued and sought. Theirsuggestions are incorporated into planning for and achieving improved outcomes for students. This year, a variety of processes have been used to gain information about the level ofsatisfaction with the School from parents, students and teachers.

Parent Satisfaction

The School Advisory board has expressed a high level of satisfaction with the school in the keydomains of mission, learning and teaching, and pastoral care.

Feedback at meetings and via members of the Parents and Friends (P&F) executive and theSchool Advisory Board tells us that the majority of parents are very satisfied with the level ofcare for the children, the inclusive nature of the school and the academic and social andemotional directions currently being taken at the school.

Parents recognise the high academic standards at the school but would like to better understandhow the school supports and challenges high achievers. This concern indicates a needfor improved communication and some of the school's processes for extending all students willbecome more obvious with the ongoing development of a Culture of Thinking.

There has been much verbal and written commentary supporting the implementation of TheLeader In Me and the high level of involvement of the School Advisory board has highlighted forparents the importance and value of this undertaking.

Further opportunities for parent engagement and education are two key areas identifiedfor development.

Student Satisfaction

In 2016 Holy Family decided to use ACER’s Social-Emotional and Wellbeing survey (SEW). Thissurvey comprises 48 questions and is delivered online. Year 4 helped Year 1 students completethe survey. The school’s overall SEW score is above the All Schools average, as is the mean foreach year level. 78.2% of our students reported being in the top three (out of six) levels. Theselevels are a summary of social-emotional wellbeing.

The survey also breaks student responses into emotional skills, social skills and learning skills. Inthe future this will help us track which areas are our strengths and which ones we may need towork on. This tracking tool will assist us in finding out trends in the school and/or year levels toassess how our social emotional learning programs, such as The Leader In Me are supportingstudent growth in SEW areas.

Teacher Satisfaction

As part of the school’s PBL focus, an effective behaviour support survey was conducted with staffto ascertain how successful our systems are for supporting positive student behaviour and, as aAnnual School Report to the Community 2016 Page 18

result, what priority is given by staff to that area. In the area of school wide systems and non-classroom setting systems, the staff scored 80% overall satisfaction. As a result, these areas weregiven mostly a low priority for improvement.

The PBL team, which is made up of staff and parents, looks at these results, along with the SETdata (school evaluation tool) to set priorities for 2017.

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SECTION ELEVEN: F IN AN CIAL STATEMEN T

Consistent with the BOSTES requirements, financial income and expenditure for the School isshown below. More detailed financial data is available on the My School website. Diocesansystem financial reporting can be found in the Broken Bay Diocese Annual Report.

Income Expenditure

Commonwealth RecurrentGrants (49.6%)Government Capital Grants(0%)State Recurrent Grants (14.7%)Fees and Private Income (30.8%)Other Capital Income (4.9%)

Capital Expenditure (0.5%)Salaries and Related Expenses(73%)Non-Salary Expenses (26.5%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants $1,791,953

Government Capital Grants $0

State Recurrent Grants $532,510

Fees and Private Income $1,111,779

Other Capital Income $178,314

Total Income $3,636,631

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure $16,659

Salaries and Related Expenses $2,574,298

Non-Salary Expenses $935,788

Total Expenditure $3,526,746

49.6%30.8%

14.7%

■

■

■■■

26.5%

73%

■■

■

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